Ideas, Influence, Impact

Posts tagged ‘technology’

Relax. It is You . . . And Them

When Collins-Maxwell began a 1:1 iPad initiative for all students in grades 6-12 in the fall of 2012, one of the largest concerns among teachers, parents, and board members was the management of the device.  Teachers were worried that students would be off-task in class, refusing to do the assigned work.  Parents felt that students would bring the devices home and fill them full of games, songs, and inappropriate pictures.  Board members felt that teachers would not know how to manage the new technology in classes AND that parents would be frustrated that taxpayer dollars were spent on devices so kids could listen to Pandora while playing Angry Birds.

Yes, it all happened.  Everything we feared would come true did to some degree.  We had students that got off task in class and missed the assignments or the lecture or the project.  We had students download music in the hallways between classes so they could listen to it in the next period.  We had students at home not doing the work they didn’t do in class because they were playing games, or on Facebook, or tweeting, or listening.  Yes, it all happened.

But not for every student.  And not for every teacher.

We had our students who followed the rules to the letter.  They never downloaded anything that was not teacher approved.  They never got on the iPad in class unless there was a reason explained by the teacher.  And they certainly did not use the iPad at home inappropriately.  It was only used for schoolwork, and then charged for the next day.

And we had teachers that had no problems with students off task.  Here is the success of the management of iPads.  We had teachers treat the iPad like any other tool in the classroom.  For the past few years, we have allowed cell phones in school for student use.  Many students have used them to take photos of problems on the board, use calculator functions, or text answers to an online poll.  The teachers who have used cell phones in this manner in the class were the same ones who had little problems with the iPads.  They realized the iPads were tools to help students learn, so they worked to see the iPads as supports for learning.  Now, those teachers did not feel the need to use the iPads every day, just to use them.  They used the iPads only when it suited the learning.  When the iPads were not in use, they were turned off and put under the desks or set aside in the classroom.  Those teachers who saw the iPads as possible improvements to learning also knew when they would be impediments to learning, so they created clear rules for engagement in using the iPads.

Other teachers who were not as comfortable with iPads struggled to see how to use them in their classrooms.  Therefore, they used them for artificial purposes thinking the administration wanted the iPads to be used a lot in classes.  The truth was the administration never gave a clear expectation for how often the iPad was to be used in a class.  We wanted it to be a natural extension of support for learning.  For some teachers, that was a good idea.  For others, they felt like they were not using it enough and that would be a disappointment to the administration.  When those teachers tried to integrate the iPad into a learning activity that did not suit it, problems occurred.  Or if the teachers tried to ignore how to use the iPads in class, then the students had them out and engaged in off-task behaviors.  Interestingly, by not addressing the iPad as a tool that may or may not support learning in specific instances, the teachers inadvertently allowed the iPad to become a bigger obstacle to learning in every instance.

From the various viewpoints of the teachers implementing iPads in their classrooms, the administration began to notice a unique paradigm: there were some that were truly trying to manage the iPad while others were trying to lead learning with the iPad.  It became clear to the administration that those teachers who used the iPads to lead – or support – learning were more successful in using the iPads.  Those that tried to manage the devices seemed to have more struggles with students.  The administration also noticed that learning tasks began to change.  Many teachers found that using iPads to do the same type of work before their introduction caused more problems and off-task behavior.  When teachers changed the learning target or asked students for their input in how to use the iPads, there was greater student engagement, higher quality learning, and greater teacher satisfaction.

In all, we also worked to tighten our security of the iPads to limit downloads, added some consequences for how to use the devices, and supported parents to better understand how to use the iPads at home.  But our greatest discovery in managing iPads was learning to not manage them, and instead lead learning – where appropriate – with them.  Now, teachers and students are making better decisions about how iPads support student learning.  Our philosophy to technology – and not the iPads themselves – are helping our students be better prepared for the 21st century of learning, earning, and living!


Do we want students to live someone else’s education?

Steve Jobs once stated, “Your time is limited, so don’t waste it living someone else’s life.”

I have thought about that quote a lot in the last few weeks since I first saw it. I keep thinking about it as I walk the hallways of my school buildings, trying to give the best educational experience I can for my district’s students. Every week, there are more blogs, more tweets, more research, about how education is changing. There is growing energy to transform the current Industrial Age model of education into the Information Age model – of even a model based on an Age of Empowerment.

To do so will require a new way of thinking about learning.  Yes, learning.  Not education.  Education is the system society constructed to support learning.  Do we have that currently?  Yes, we have a system that adequately supports learning, but does it fully?  I will never disparage the system in which I work, yet I will push to make it better, to think about how what we do every day impacts our students – either propelling them forward or stifling them.

We must – all of us – ask the questions that challenge the status quo.  If the answers reveal that our current system is best, then we can take comfort in that knowledge and continue down our current path.  I believe, though, that the answers will reveal that a new system of support for learning is needed – one that takes full advantage of technology, personalized learning opportunities, and teachers as learning facilitators.

A new system of learning at its center will require new practices, new structures and a new mindset.  Educators have always risen to the challenge to meet the needs of the students.  With this, they will rise once again, and they will finally see a better way of supporting the learning of each and every student.

We have the proven practices, the passion, and the professionalism to build a new system.  It is time we construct it so our students never again have to live someone else’s education.

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